Cultural differences as an asset for teaching
Teachers’ diverse lifeworlds and professional experiences are seen as crucial to learning from/with each other. Many of the teachers involved in the CRP action research process in our research, drew on their own, their colleagues’ and/or their ancestor’s cultural/linguistic/religious backgrounds to share with students and to share their situated knowledges with colleagues to inform their culturally responsive practices. For a CRP action research process, it is vital to recognise that educators who are from marginalised communities (including those who are not necessarily ‘qualified’ teachers according to colonial rulings) bring crucial insights to the professional learning community (Macgill & Blanch, 2013).
By embracing teacher diversity, schools create a richer community of practice for CRP action research, as well as more inclusive learning environments that can better meet the needs of all students.
Increasing the representation of Aboriginal and Torres Strait Islander educators (Buckskin, 2016), as well as those from other diverse backgrounds, brings invaluable perspectives and experiences to the classroom, with multiple benefits including:
- Facilitating community engagement: Teachers from diverse backgrounds may have stronger connections with various community groups, facilitating improved school- community relationships and involvement (Lowe, 2017).
- Challenging stereotypes and biases: Exposure to a diverse teaching staff helps students and staff challenge stereotypes and unconscious biases. It normalises diversity in positions of authority and expertise, contributing to a more inclusive school culture.• Role models and representation: A diversity of teachers can serve as important role models for students whose background is often under-represented, directly affecting their aspirations and feelings of belonging in school (Sarra, 2017).
- Curriculum and Pedagogical Practices: A greater diversity of teachers enables greater possibilities to include multiple knowledges, perspectives, languages and teaching methods into the curriculum.
- Challenging Systemic Biases: A more diverse teaching workforce can help challenge and transform systemic biases within educational institutions, leading to more equitable practices and policies.
- Enhanced student-teacher relationships: Students may find it easier to connect with teachers who share similar cultural backgrounds or experiences. This can foster stronger student-teacher relationships, which are crucial for student engagement, academic success and belonging (Berryman & Eley, 2019).
- Enriched problem-solving and creativity: Diverse teams, including teaching staff, often demonstrate enhanced problem-solving abilities and creativity due to the variety of perspectives and experiences they bring to discussions and decision-making processes.
By embracing teacher diversity, schools create a richer community of practice for CRP action research, as well as more inclusive learning environments that can better meet the needs of all students.
References
Berryman, M., & Eley, E. (2019). Student belonging: critical relationships and responsibilities. International Journal of Inclusive Education, 23(9), 985-1001.
Buckskin, P. (2016). More Aboriginal and Torres Strait Islander Teachers Initiative. Final Report (http://hdl.voced.edu.au/10707/424970)
Lowe, K. (2017). Walanbaa warramildanha: The impact of authentic Aboriginal community and school engagement on teachers’ professional knowledge. Australian Educational Researcher, 44(1), 35-54.
Macgill, B. M., & Blanch, F. R. (2013). Indigenous students’ wellbeing and the mobilisation of ethics of care in the contact zone. Australian Journal of Teacher Education, 38(2), 10.
Sarra, C. (2017). Stronger Smarter: A sustained and enduring approach to Indigenous education (whether education researchers know it or not!). ACER Research Conference: Leadership for Improving Learning, Melbourne, Vic, 27-29 August.